30. COMMUNITY MEDICINE & PUBLIC HEALTH.pdf

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Preface
Curriculum is not the sole determinant of the outcome, it is very important as it guides the faculty
in preparing their instruction and tells the students what knowledge, skills and attitude they are to
develop through the teaching learning process. The ultimate indicators of assessing curriculum in
medical education is the quality of health services provided by its graduates with required
competencies.
To implement that curriculum all concerned such as teachers, students, deans, administrators,
policymakers to be more dynamic, should run smoothly with the time & appropriate pace. This
operational manual to implement the curriculum will act as a catalyst, will give momentum in
implementing the curriculum. This operational manual will help to implement the curriculum
uniformly, effectively, efficiently & smoothly at all the govt. & non govt. medical colleges under
all the universities all over the country.
I would like to mention that the curriculum planning process is continuous, dynamic and never-
ending as it is not static. If it is to serve best, the needs of the individual student, teacher,
educational institution and the community to whom we are ultimately accountable, must be
assessed. Before that assessment we should seriously concentrate for the better implementation of
the curriculum. Implementation in regards to teaching-learning, integrated teaching, teaching on
generic topics on medical humanities, clinical teaching, ambulatory care/OPD based teaching and
acquiring identified competencies of each subject. There is a proverb that “Assessment drives
Learning”. To ensure students’ learning formative and summative assessments should be taken
care of properly. This operational manual on developed MBBS curriculum 2021 will play a vital
role in those regards.
I congratulate all who were involved in developing this operational manual implement MBBS
curriculum 2021, particularly the Director (Research, Publication & Curriculum Development),
DGME, focal persons, teachers, members of the concerned society, seniors, juniors, legendary
teachers & heads of the departments of Community Medicine & Public health. Different Govt. and
non Govt. medical colleges. Special appreciation to the Deans, Faculty Medicine of different
medical Universities who were requesting to develop this operational manual and will take lead to
implement this operational manual. They contributed a lot to complete this activity, a commendable
job and deserve special appreciation.
Professor Dr. Md. Titu Miah
Director General
Directorate General of Medical Education (DGME)
Govt. of the Peoples Republic of Bangladesh
Mohakhali, Dhaka

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Acknowledgement
It is easier to change a graveyard than to change a curriculum. Yet then time & society demand for
the change of the curriculum. In such a situation MBBS curriculum 2012 was reviewed and updated
in 2021 to fulfill the need of the stakeholders. The updated MBBS curriculum 2021 was started to
implement from the August 2022. For implementation of that reviewed & updated curriculum
operational manual is also the demand of the present time.
For better implementation of integrated teaching, teaching as per identified competencies, teaching
on generic topics on medical humanities, planning, designing, constructing assessment tools for
formative and summative assessment, this operational manual will act as the road map.
Research, Publication & Curriculum Development (RPCD) of DGME in association with heads
of the departments of Community medicine & Public Health, Phase II of different Govt. & non
govt. medical colleges & Deans Offices, DGME, ME, FWD, BM&DC took the initiative to
develop the operational manual. Concerned stakeholders meetings were held through active
participation of different professional groups, focal persons, faculty members, heads of the
department of Community Medicine & Public Health of Phase II of different govt. & non govt
medical colleges of Bangladesh.
I hope this operational manual will help to serve as guiding principle for the students and as well
as for faculty members.
Last but not least, I would like to extend my deep gratefulness to the Director General, DGME,
ADG(ME) & ADG(Admin), DGME, all Directors of DGME, faculty members of Community
Medicine & Public health of different Govt & non Govt medical colleges and others who shared
their expertise, insights, contributed and worked hard to develop this precious document. Efforts
given by the focal persons providing their valuable time, opinions & efforts during the development
process of this operational manual for Phase II of MBBS curriculum are duly acknowledged.
Professor Dr. Md. Humayun Kabir Talukder
Director
(Research, Publication & Curriculum Development)
Directorate General of Medical Education (DGME)
Mohakhali, Dhaka 1212

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Background and Rationale
Curriculum is a study track along which students travel throughout the course of study. In this
journey teachers play an important role in regards to teaching learning and assessment. To produce
need based, community oriented, competent graduate medical doctors, MBBS curriculum was
reviewed and updated in 2021. The updated MBBS curriculum 2021 was started to implement
from the August 2022. For better implementation of MBBS curriculum 2021 effectively, uniformly
& competently an operational manual of each subject was felt by each of the Faculty of Medicine
of all universities. In this regard Director (Research, Publication & Curriculum Development
(RPCD) of Directorate General of Medical Education (DGME) has taken the time felt initiative
under the gradience of Director General, DGME. Thanks to DG, DGME, Director (RPCD),
DGME, focal persons, members of the concerned society, senior, junior and legendary teachers
and heads of the department of concerned subject of different government & non government
medical colleges to finalise this operational manual. This operational manual will work as the
skeleton of the curriculum in a comprehensive manner. This user-friendly document will serve the
purposes of the faculty to ensure better teaching-learning and assessment to produce knowledge
competent and compassionate physicians in Bangladesh.
Dr. Shahryar Nabi Professor Dr. Shahena Akter
Dean, Faculty of Medicine Dean, Faculty of Medicine
Dhaka University (DU) Chottogram Medical University (CMU)
Professor Dr. Nowshad Ali, Prof. Shishir Ranjan Chakraborty
Dean, Faculty of Medicine Dean, Faculty of Medicine
Rajshahi Medical University (RMU) Sylhet Medical University (SMU)
Professor Dr. Md. Din -Ul Islam
Dean, Faculty of Medicine
Sheikh Hasina Medical University, Khulna

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List of the Contributors
Name, Designation and Institute
(not according to warrant of precedence)
Prof. Dr. Md. Titu Miah Director General, DGME, Dhaka
Prof. Dr. Abul Bashar Md Jamal ADG (Medical Education), DGME, Dhaka
Prof. Dr. Baizid Khoorshid Riaz ADG (Admin), DGME, Dhaka
Dr. Mostafa Khaled Ahmad, Director (Admin), DGME
Prof. Dr. Md. Amir Hossain, Director (HRM), DGME
Dr. Misbah Uddin Ahmed, Director (Discipline), DGME
Prof. Dr. Kazi Afzalur Rahman, Director (Planning & Development), DGME
Prof. Dr. Md. Humayun Kabir Talukder, Director (RPCD), DGME
Dr. AFM Shahidur Rahman, Director (Dental Education), DGME
Dr. Md. Jahangir Rashid, Director (Financial Management), DGME
Dr. Md. Masudur Rahman, Director (Alternative Medicine), DGME
Prof. Dr Shahryar Nabi, Dean, Faculty of Medicine, University of Dhaka
Prof. Dr. Nowshad Ali, Principal, Rajshahi Medical College and Dean, Faculty of Medicine, Rajshahi
University
Prof. Shishir Ranjan Chakraborty, Dean, Faculty of Medicine, Sylhet Medical University (SMU)
Prof. Dr. Shahena Akter, Dean, Faculty of Medicine, University of Chottogram
Professor Dr. Md. Din -Ul Islam, Dean, Faculty of Medicine, Sheikh Hasina Medical
University, Khulna
Teachers of Community Medicine
Prof. Dr. Md. Moktel Hossain, Professor and Head, Dhaka Medical College, Dhaka
Prof. Dr. AKM Asaduzzaman, Professor, Diabetic Association Medical College, Faridpur
Prof. Dr. Afshan Zareen, Professor, Sir Salimullah Medical College, Dhaka
Prof. Dr. Farzana Mahejabin, Professor, Dhaka Community Medical College, Dhaka
Dr. Akhiruzzaman, Assistant Professor and Head, Diabetic Association Medical College, Faridpur
Prof. Dr. Ahsan Habib, Professor and Head, Sir Salimullah Medical College, Dhaka
Prof. Dr. Md. Shahidul Bashar, Professor and Head, Popular Medical College, Dhaka
Prof. Dr. Sharmin Yasmin, Professor and Head, Bangladesh Medical College, Dhaka
Dr. Baki Billah, Associate Professor and Head, Sher-E-Bangla Medical College, Barisal
Dr. Kazi Nahida Sultana, Assistant Professor (CC), Dhaka Medical College, Dhaka
Dr. Syeda Nusrat Jahan, Assistant Professor (CC), Sir Salimullah Medical College, Dhaka
Dr. Maheen Doha, Assistant Professor, Ad-din Women’s Medical College, Dhaka
Dr. Mohibun Nahar, Associate Professor and Head, Mugda Medical College, Dhaka
Dr. Farhana Yasmin, Assistant Professor (CC), Rajshahi Medical College.
Prof. Dr. Monowar Ahmad Tarafdar, Professor and Head, ZH Sikder Women’s Medical College,
Dhaka
Dr. Md. Rafiqul Islam, Associate Professor and Head, Bangabandhu Sheikh Mujib Medical College,
Faridpur
Dr. Shumya Khandaker, Assistant Professor, Diabetic Association Medical College, Faridpur
Dr. Farzana Nusrat, Lecturer, Dhaka Medical College, Dhaka
Dr. Nazia Sabnam, Lecturer, Dhaka Medical College, Dhaka
Computer Compose
Kohinoor Akhter, CME
Cover Design:
Nizam Khan, Graphic Artist, CME

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List of Contents
SN Contents Page no
1 Overview and Assessment of Phase- III: Implementing MBBS Curriculum 2021 7-1
1.1 Common Information and Activities of Phase- III 7
1.2 Distribution of teaching-learning hours/days in Phase- III 7
1.3 Generic Topics and Integrated Teaching in Phase –III 8
1.3.1 Generic Topics on Medical Humanities to be taught in Phase –III 8
1.3.2 Integrated Teaching in phase III 9
1.3.3 Integrated teaching hours and subject wise topics distribution 13
1.4 Eligibility criteria for In-course and End-course assessment 13
1.5 Leaves for in-course and end-course assessments 13
1.6 Formative marks (For all three subjects) 14
1.7 Marks Distribution of Third Professional MBBS Examination 14
1.8 Academic Calendar for phase-III 15
2 Community Medicine & Public Health 16-53
2.1 Departmental Objectives 16
2.2 List of Competencies to acquire 16
2.3 Distribution of teaching - learning hours 17
2.4 Teaching-learning methods, teaching aids and evaluation 17
2.5 3rd Professional MBBS Examination: Mark Distribution 18
2.6 Learning Objectives and Course Contents in Community Medicine & Public
Health
19
2.7 Summative Assessment of Community Medicine and Public Health in 3rd
Professional Exam
29
2.7.1 Assessment systems and mark distribution 29
2.7.2 Time schedule with topics 29
2.7.3 Summary on learning/teaching hour distribution 30
2.8 Academic Calendar for Community Medicine and Public Health 30
2.9 Common Item Card for all Medical Colleges 30
2.10 Written Examination in 3rd professional examination 38
2.10.1 Multiple choice questions (MCQ): 38
2.10.2 Short Answer Question and Structured Essay Question (SAQ &
SEQ)
38
2.10.3 Topics distribution in different group of written exam 39
2.10.4 Question setting format (SAQ & SEQ) 39
2.11 Structured Oral Examination (SOE) in 3rd professional examination 40
2.11.1 Distribution of Topics for board I and board II (SOE) 41
2.11.2 Example of SOE marks calculation 41
2.12 Practical examination in 3rd professional examination 43
2.13 Post Examination Procedure 43
2.14 Residential Field Site Training Program 44
2.15 Day Visit 52
2.16 Study Tour 53
Glossary
Annexure 54-56
Annexure-1 Example of 3rd Professional Written (SAQ & SEQ) Question 55
Annexure-2 Provisional Tabulation Sheet 56

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Overview and Assessment of Phase- III: Implementing
MBBS Curriculum 2021
1.1. Common Information and Activities of Phase- III
• Subjects in Phase III
✓ Community Medicine & Public Health
✓ Pathology
✓ Microbiology
• The course of phase-III offers 2 term final (1st
& 2nd
), in each subjects and a professional
MBBS examination at the end of the course.
• Total duration of Phase- III is 12 months (1st
June to 31st
May, including third professional
MBBS examination).
• Third professional examination to be held on first working day of May and November.
• Time for integrated teaching, examination, and preparatory leave of formative and
summative assessment is common for all subjects of the Phase- III.
• Assessment: There will be in-course (item/term) and end-course (professional)
assessment for the students.
1.2. Distribution of teaching-learning hours/days in Phase- III
Subject
Lecture
(in
hours)
Tutorial
(in
hours)
Practical/
Demonstration
(in
hours)
Integrated
teaching
(in
hours)
Formative
Exam
Summative
exam Total
(in hours)
Preparatory
leave
Exam
time
Preparatory
leave
Exam
time
Community
Medicine &
PublicHealth
110 155
COME:
10 days day
visit + 10
days RFST+
10 days study
tour= 30 days
18
07
days
12
days
07
days
12
days
265
+
30 days
Pathology 60 54 27 141
Microbiology 87 38 30 155
Total 257 247
57 hours + 30
days
18 hrs 19 days 19 days 561
Grand Total 579 hrs + 30 days 38 days
561+ 18(IT) =
579 hrs + 30
days + 38 days
Generic Topics on Medical Humanities: (i) Integrity and accountability of medical
professionals (ii) Aspects of a good doctor will be taught within 3rd phase.
3 hours

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1.3. Generic Topics and Integrated Teaching in Phase– III
1.3.1. Generic Topics on Medical Humanities to be taught in Phase –III
The following two topics will be taught within 3rd
phase under supervision of Phase-III
coordination committee in collaboration with medical education unit (MEU). The sessions will be
under the guidance ofPrincipal & Vice-principal, coordinated by concerned departments and
sessions will be delivered by concerned experts of the topics. Each session will be one and half
hour. Attending these session will be mandatory and will be reflected in the formative &
summative assessment of Phase-III.
Topics:
1. Integrity and accountability of medical professionals
2. Aspects of a good doctor
Topics Learning objective List of Contents Method Time
Integrity and
accountability
of medical
professionals
• define integrity and
accountability in medical
practice
• mention importance of
integrity and accountabilityin
medical practice
• outline doctors behaviorsthat
demonstrate integrity and
accountability.
• explain contribution of the
team and the system to
integrity and accountability
• state means of developing
of medical professionals
• mention some current
examples of Integrity and
accountability of medical
professionals
• Definition of integrity and
practice
• Importance of integrity and
practice
• Outline of doctors
behaviors that demonstrate
integrity and
accountability.
• Contribution of the team
and the system to integrity
and accountability
• Means of developing
• Some current examples of
Integrity and accountability
Interactive
Lecture
or Seminar
One and
half hour
Aspects of a
good doctor
• list the qualities of a good
doctor
• explain the roles of a doctor
in the society
• mention expectation of the
patient, attendance and
society from a doctor
• state the factors affectingthe
expectation of the patient,
attendance andsociety from a
doctor
• describe means of
developing as a good doctor
• mention some current
examples of a good doctor
• Qualities of a good doctor
• Roles of a doctor in the
society
• Expectation of the patient,
attendance and society
froma doctor
• Factors affecting the
expectation of the patient,
attendance and society
froma doctor
• Means of developing as a
good doctor
• Some current examples of
good doctor
Interactive
Lecture
or Seminar
Oneand
half hour

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1.3.2. Integrated Teaching in phase III
All the departments of Phase III (Community Medicine & Public Health, Pathology, Microbiology)
must bepresent and take part in the integrated teaching while the faculty representatives from
concerned clinical & others departments will also participate actively. Teachers will be the speakers
in each session. Participationof the students of phase III should be ensured. Students need to get
some ‘take home message’ from every session. To ensure presence of the students Schedule for
integrated teaching session will be set at the phaseIII committee meeting in collaboration with
medical education unit (MEU).
Total duration 18 hours and each session will be for at least 2 hours
Topics:
1. Occupational and Environmental hazard
2. Snake bite
3. Transportation injuries
4. Disaster management
5. Shock
6. Glomerulonephritis
7. Rheumatoid Arthritis/ Osteomyelitis
8. Different Viral Fevers (Covid-19, Dengue, Chikungunya)
9. Carcinoma Cervix
Topics Learning Objective Core contents Discipline involved
Occupational
and
Environment
al hazard
At the end of the session
student willbe able to:
• define environment
• explain concept of hazard
• list of occupational and
environmental health
hazards
• define occupational health
andmention its objective
• explain various
occupationalenvironment
• describe preventive
strategiesof occupational
and environmental hazard
• mention the health care
facilities and safety
measuresfor workplace.
• state work’s man
compensationact.1923
• describe existing law for
environmental control
• Environment and its
components
• Concept about hazard, Risk
and vulnerability
• Environmental control
strategy
• Existing law about
environmental control
• Occupational health, and
itsobjectives
• Occupational environment
• Occupational health
hazards,ergonomics
• Principles of prevention of
occupational diseases
• Employees’ benefits
• Existing health related
occupational laws.
• Community Medicine
& PublicHealth
• Forensic medicine &
Toxicology
• Medicine/
Respiratory
medicine.
• Skin and VD
• Microbiology
• Pathology

Snakebite
• mention different types of
snakein Bangladesh
• state the natural habit of
snake
• mention different snake
bite geographic area in
Bangladesh
• state the difference
between poisonous and
nonpoisonoussnake and
snake bite
• mention the sign symptom
ofpoisonous and
nonpoisonoussnake bite
• mention the composition of
snake venom.
• explain consequences of
snakebite
• select the anti venom and
it’sdose
• state the treatment facilities
inBangladesh
• outline the management of
snake bite
• state the preventive
measures ofsnake bite
• Epidemiology of snakebite
in Bangladesh
• Types of snakes
• Habit of snakes
• Geographic Area of snake
bite in Bangladesh
• Outcome of snake bite
• Management of snake bite
• Treatment facilities of
snake bite in Bangladesh
• Prevention and control
measures of snake bites.
• Community medicine
& PublicHealth
Toxicology
• Medicine/Neuron
medicine
• Pathology
• Pharmacology
Transportatio
n injuries
• define transportation
injuries.
• mention the types of
transportation injuries.
• state the courses,
consequencesand
epidemiology of RTA
• describe problem statement
of RTA
• mention the identification
ofdriver
• describe the preventive
measures of RTA
• state the management of
RTA
• Definition of TI
• Epidemiology of TI
including RTA
• Causes of different TI
• Consequences of RTA
• Management of RTA
Triage ABCDE
• Preventive measures of
RTA Safety education
Safety measures
Legislative measures
& Public Health
Toxicology
• Orthopaedic surgery
• Neurosurgery
• Physical medicine
• Internal medicine

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Disaster
management
• define disaster
• classify disaster
• mention the consequences
ofdisaster
• describe the management
ofdisaster including
forensic aspect
• mention the preventive
measures.
• Describe the technique of
disaster victim
identification
• Definition of disaster
• Classification of disaster
Natural Man made
• Consequences of disaster
• Management of disaster
InjuredDead
• Medico legalaspects
Media, VIP, crowd
• Prevention of disaster
& Public Health
Toxicology
• Medicine
• Orthopaedic surgery
• Neurosurgery
• Physical medicine
Shock
studentswill be able to:
• define shock
• mention different types of
shock
• describe the pathogenesis
ofshock
• enumerate the clinical
feature
• list the required laboratory
investigation
• manage the shock
• Definition of shock
• Types of shock
• Clinical stages of shock
• Compensatory mechanism
of shock
• Pathogenesis &
complications of shock
• Management of shock
• Pathology
• Microbiology
• Medicine
• Pharmacology
• Forensic Medicine &
Toxicology
Glomerulone
phritis
• define glomerulonephritis
• classify the glomerular
disease
• describe the
etiopathogenesis
• mention clinical
presentation
• diagnose the disease
thedisease
• state the prognosis of the
disease
• Review of renal anatomy
• Definition of
glomerulonephritis
• Pathogenesis
• Types &clinical
presentation
(glomerulonephritis &
nephrotic syndrome)
• Diagnosis
• Management & prognosis
• Pathology
• Microbiology
• Pharmacology
• Medicine/
• Nephrology/
• Paediatrics
Toxicology
Rheumatoid
Arthritis
At the end of the session the
• explain the immune
pathogenesis of thedisease
• diagnose the disease by its
clinical feature and
investigation findings
• list the complications of
thedisease
thisdisease
• Immunopathogenesis
• Clinical features
• Investigation
• Complications
• Conventional NSAIDs
• Disease modifying agents
• Biological disease
modifyingagents
• Microbiology
• Pharmacology
• Pathology
• Orthopaedic
surgery/Surgery
• Physical Medicine/
Medicine
Toxicology

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Osteomyelitis
• enumerate the causetive
agentsof osteomyelitis
• explain pathogenesis of the
disease
• enumerate the site of
involvement in the disease
process
• diagnose the disease
thisdisease
• describe the complications
of this disease and their
management
• Etiopathogenesis
• Site of involvement
• Diagnosis
• Management
• Complications & its
management
• Microbiology
• Pharmacology
• Pathology
• Orthopaedic
surgery/Surgery
Toxicology
Different
Viral Fevers
(Covid-19,
Dengue,
Chikungunya)
• mention the structure of the
virus
• explain the mode of
transmissionof the disease
• explain the etio-
pathogenesis ofthe disease
• mention the organ involved
inthis disease
• explain the mechanism of
organinvolvement
• list the complications
• describe the laboratory
diagnosis
• outline the preventive
measuresof this disease
thisdisease
• mention the drug used with
theirsite of action
• Structure of the virus
• Mode of transmission
• Pathogenesis
• Clinical stages
• Investigations
• Prevention
• Complication
• Management
• Drug used with their site of
action
• Microbiology
• Pathology
• Pharmacology
• Community Medicine
& Public Health
• Medicine/Respiratory
Medicine
Toxicology
Carcinoma
Cervix
• At the end of the session
• mention the clinical
importanceof disease
• describe etiopathogenesis
of Cacervix.
• enumerate clinical
presentation& gross
morphology
• mention the complication
of Cacervix
• diagnose Ca cervix
• mention the precaution &
screening of Ca cervix
• Prevalence of disease
• Predisposing factor
• Clinical feature
• Etopathogenesis
• Diagnosis(gross &
morphological findings)
• Management & cytotoxic
drugs
• Prevention
• Pathology
• Microbiology
• Pharmacology
• Gynaecology
• Oncology
Toxicology

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1.3.3. Integrated teaching hours and subject wise topics
distribution:
Subject Topics
Community Medicine &
Public Health
• Occupational and Environmental hazard
• Transportation injuries
• Disaster management
• Snakebite
Pathology
• Carcinoma Cervix
• Shock
• Glomerulonephritis
Microbiology
• Different Viral Fevers(Covid -19, Dengue, Chikungunya
• Rheumatoid Arthritis/ Osteomyelitis
1.4. Eligibility criteria for in-course and end-course assessment
In-course assessment:
• Items will be held in oral/viva form and students will be completed it in tutorial class
• Term final examination (both regular & supplementary) will be written, oral & practical
and it will be organized by Phase- III committee.
Pre-requisite for appearing the term final examination
✓ Students must complete all items of the item cards for respective terms
✓ At least 75% attendance of generic, integrated teaching and general classes
✓ Completion of assignment on integrated teaching.
End-course assessment:
• It is third professional MBBS examination and will be conducted at the end of the course
Pre-requisite for appearing the third professional MBBS examination
✓ At least 75% attendance of generic + integrated teaching and general classes (Separately)
✓ Students must complete all the items and pass the term final examinations
1.5. Leaves for in-course and end-course assessments
Following leaves will be granted to the students:
In-course assessment leave: Total 14 days
✓ 7 days preparatory leave before each term (1st
& 2nd
term).
End-course assessment leaves: Total 7 days
❖ 7 days preparatory leave before third professional MBBS examination

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1.6. Formative marks (For all three subjects)
• Academic performances of the students must be properly documented.
• This formative marks will be added with written exam marks of third
professional MBBS examination
• Total marks: 10 (Ten)
• Calculation of Formativemarks will be in the following way:
Calculation of formative marks
Attributes
Total
marks
Description
Marks
obtained
Marks obtained in term final
examination
5
80% and above marks 5
75% to less than 80% marks 4.5
70% to less than 75%marks 4
65% to less than 70% marks 3.5
60% to less than 65% marks 3*
Marks obtained in Items 2
70% and above 2
60% to less than 70% 1.5*
Class attendance 2
90% and above 2
80% to less than 90% 1.5
75% to less than 80% 1*
Generic topic and integrated
class attendance
1
85% and above 1
75% to less than 85% 0.5*
*Minimum marks required to appear in third professional examination is 06 (Six)
3+1.5+1+0.5=6
1.7. Marks Distribution of Third Professional MBBS Examination
Subjects
Written Exam:
100 Marks
StructuredOral Exam:
100 Marks
Practical Exam:
100 Marks
Total
Marks
Community
Medicine & Public
Health
MCQ & SBA= 20
SAQ & SEQ= 70
Formative= 10
Board 1= 50
Board 2= 50
OSPE= 50
RFST+Day
visit+Study tour= 50
300
Pathology
MCQ & SBA= 20
SAQ & SEQ= 70
Formative= 10
Board 1= 50
Board 2= 50
OSPE= 50
Practical= 50
300
Microbiology
MCQ & SBA= 20
SAQ & SEQ= 70
Formative= 10
Board 1= 50
Board 2= 50
OSPE= 50
Practical= 50
300
Grand total 900

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1.8. Academic Calendar for phase- III
✓ Course Duration: 12 months
✓ Term 1: June to October
✓ Term 2: November to March
✓ 3rd
Professional Examination: May/November
Tentative time schedule for exams and outdoor activities
Class start Term-1 Day visit + RFST Study tour Term-2 Prof. Exam
1st
June
15th
- 30th
October
November February
15th
– 31st
March
1st
working
day of May
All are the tentative time schedule.

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Community Medicine & Public Health
2.1. Departmental Objectives
General objective:
To produce medical graduates to meet community health needs and demands of the country.
Specific objectives:
At the end of the course, the students should be able to:
• provide comprehensive health care to the people
• deliver primary health care and essential services package (ESP)
• conduct epidemiological studies on common health problems
• organise health education sessions in the community / OPD
• provide health care with efficient communication skill to the community
• work as a member of the local health team
• co-ordinate with national and international health organizations and different national
health programmes
2.2. List of Competencies to acquire:
1. Identify health needs and problems of the community and priorities them.
2. Take measures to meet health needs and problems
3. Provide comprehensive health care to the community
4. Organize health education sessions at the level of community
5. Collect and compile socio-demographic data from the community
6. To manage mass causality incident
7. Conduct community based research work and write report

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2.3. Distribution of teaching - learning hours
Lecture Tutorial Practical Total
Integrated
Teaching
and
Generic
topic
Formative Exam Summative exam
Preparatory
leave
Exam
time
Preparatory
leave
Exam
time
110
hours
155
hours
COME
(community
based medical
education):30
days (10 days
day visit + 10
days RFST+
10 days study
tour)
265 hrs
+
30 days
18 hrs
+
3 hours
7 days 12
days 7 days 12
days
Time for integrated teaching, examination, preparatory leave of formative & summative
assessment is common for all subjects of the phase
Related behavioral, professional & ethical issues will be discussed in all teaching learning
sessions
2.4. Teaching-learning methods, teaching aids and evaluation
Teaching Methods
Teaching aids In course evaluation
Large
group Small group Self learning Others
Lecture
Video
show
Demonstration
Tutorial: Classroom
exercise
Question answering
session
Brain-storming and
discussion
Role play
Problem solving
exercise
Assignment
Self study
RFST,
Day
visit,
Study
tour
Multimedia, OHP,
Slide projector
Chalk board, Flip
chart, Handout /
Charts, Reading
materials, Paper
cutting /Film strip,
Textbook
Questionnaire,
Video film or slide
set.
• Item Examination
• Card final
• Term Examination
• Term final(written,
oral+ practical)

18 | P a g e
2.5. 3rd Professional MBBS Examination: Mark Distribution
Marks distribution of Assessment of Community Medicine & Public Health:
Total marks – 300
• Written = 100 marks
✓ 20 marks MCQ (50% Multiple True and False (MTF) + 50% Single Base answer (SBA),
✓ 70 marks: 25% Structured Eassy Question (SEQ) + 75% Short Answer Question (SAQ)
✓ 10 marks: Formative assessment
• Structured oral examination= 100 marks
• Practical= 100 marks
✓ Conventional Practical/ OSPE=50 marks
✓ RFST including Survey Report +Study Tour Report= 20+10 marks and
✓ Report on Day Visit= 20 marks
Related Equipments:
Weighing machine, Sakip’s tape/Measuring tape, Growth chart, Specimen and model,
Posters and diagram, Laboratory equipment (to be procured)

19 | P a g e
2.6. Learning Objectives and Course Contents in Community
Medicine & Public Health
Concept of Public Health, Community Medicine, Health and Disease
Learning Objectives Contents
Teaching
hours
Students will be able to:
1. define: Community, Community medicine,
Public Health, Comprehensive health care,
Hygiene, Health, Disease, Preventive
medicine,Social medicine, Family medicine
2. explain epidemiological triad in causation of
disease
3. classify agents for causation of diseases
4. list the host factors responsible for diseases
5. describe the environmental factors of
disease causation
6. illustrate the natural history of disease.
7. describe the multifactorial aetiology of
disease
8. describe social factors related to health
9. mention the health indicators and their
interpretations
10. describe common health and social
problems of Bangladesh
11. Able to conduct health education
session/counselling session
CORE
• Concept of Public Health and
Community Medicine
• Concept of Health and Disease
• Common Health and Social
problems
• Health Team Concept
• Changing concepts of Public Health
and Health
• Natural history of disease
• Indicators and Determinants of
Health
• Prevention and Intervention of
Diseases
• Characteristics of Ideal Health Care
L =12
T =12
Behavioural Science
Learning Objectives Contents
Teaching
hours
1. define and describe Behaviour, Behavioural
science, Psychology
2. Sociology
3. Society, Family, Culture, Motive,
Motivation and leadership
4. Personality and IQ
CORE
• Concept of Behaviour, Behavioural
science, Psychology, Sociology
• Society, Family, CultureMotive and
Motivation leadership
• Personality and IQ
• perception, cognition, learning,
motivation, emotion, attitude
L = 4
T = 8

20 | P a g e
Health Communication & Health Education
Learning Objectives Contents Teaching h
ours
Health Communication
1. define and classify communication
2. state functions of communication
3. state the elements of communication
4. classify methods and media for
communication
5. mention communication skills
6. describe barriers of communication
Health Education
1.define health education
2.state the objectives, principles, contents,
approaches of healtheducation
3.state the stages of adoption of new ideas and
practices
4.conduct individual & group counseling
session
CORE
Health Communications:
• Definition of communication
• Classification of communication
• Functions of communication
• Elements of communication
• Barriers of communication
• Media and methods of
communication
Health Education:
• Definition of health education
• Objectives
• Contents
• Principles
• Approaches
• Stages of adoption of a new idea
L = 4
T = 8
Medical Entomology
Learning Objectives Contents Teachinghours
1. define and classify arthropods of medical
importance
2. describe the lifecycle of important arthropods
3. enumerate the vector borne diseases
4. describe the principles of vector control
measures
5. use specific insecticides
CORE
• Classification of Arthropods of
medical importance
• Lifecycle of mosquito, sand fly
• Arthropod-borne diseases.
• Principles of Vector/Arthropod
control measures
• Insecticides
L = 4
T = 6
Research Methodology and Biostatistics
Learning Objectives Contents Teachinghrs
Research Methodology
1.Define research
2.Identify different importance of research
3.Mention the research design
4.Develop research Protocol
5.Formulate research objective
6.Design research questionnaire
7.Mention the Methods of data collection
(quantitative and qualitative)
8.define: study population, sample, sample size;
9.describe sampling techniques
10. prepared research report writing
CORE
• definition of research
• importance of research
• types of research design
• development and stapes of
research protocol
• formulation of research objective
general and specific
• preparation of research
questionnaire
• different methods of data
collection
• definition and difference of
population and sample
• calculation of sample size
• types of sampling
• preparation of report writing
L 10
T 13

21 | P a g e
Biostatistics
1. define Bio-statistics and Vital statistics
2. define and classify data
3. define and classify variable
4. calculate central tendency: mean, median,
mode
5. calculate measure dispersion: variance,
standard deviation (SD)
6. analyze and present data accordingly
such as:table and graphs etc.
7. describe normal distribution curve
8. Mention the Concept of health economics
• Introduction to Bio-statistics
• Uses of Bio-statistics
• Vital statistics
• Data and Variable
• Methods and Tools of data
collection
• Interpretation of data
• Analysis and Presentation of data
• Measures of central tendency
• Measures of dispersion
• Normal distribution curve.
• Health economics
Environment & Health
Learning Objectives Contents Teaching hrs
1. define environment and describe its
components
2. state climet changes and global worming
Water
1. mention the criteria of safe and wholesome
water
2. state the sources, uses and requirement of
water
3. mention types of water impurities
4. explain the principles and methods of
purification ofwater
5. state the water quality standards for drinking
water
6. state the water borne diseases
Air and ventilation
1. state the composition of air and indicators of air
pollution
2. state the air pollutants and their sources
3. describe the effects of air pollution on health
4. describe the methods of prevention and control
of air pollution
5. define and classify ventilation
6. describe effects of ill ventilation on health
7. describe the impact of climate change and
global green house effect
Light
1. state criteria of good lighting
2. mention measurements of light
3. describe effect of improper lighting on health
• Environment and its components
• climet changes and global worming
Water
• Safe and wholesome water
• Sources, uses and requirement of
water
• Water impurities
• Principles and methods of
purification of water
• Water quality standards for drinking
water
• Water borne diseases
Air and ventilation
• Composition of air
• Air pollutants and their sources
• Indicators of air pollution
• Effects of air pollution on health
• Methods of prevention and control of
air pollution
• Ventilation
• Climate change and green house
effect
Light
• Criteria of good lighting
• Measurements of light
• Effect of improper lighting on health
L = 06
T = 08

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Noise
1.describe the sources and properties of noise
2.mention the acceptable noise levels
3.state effects of noise exposure
4.describe the control measures of noise
Radiation
1.state the sources and types of radiation
2.state effects of radiation on health
3.describe measures of radiation protection
Housing
1.state the criteria of healthful housing and
housing standards
2.describe the effects of poor housing
Disposal of solid waste
1.define solid waste and mention its sources
2.mention health hazards of solid wastes
3.state the methods of solid wastes disposal and
medical biotechnology
Excreta disposal
1.state the methods of excreta disposal
2.explain sanitation barrier
3.mention the diseases borne by human excreta
Noise
• Sources and properties of noise
• Acceptable noise levels
• Effects of noise exposure
• Control measures of noise
Radiation
• Sources and types of radiation
• Effects of radiation on health
• Measures of radiation protection
Housing
• Criteria of healthful housing
• Housing standards
• Effects of poor housing
• Solid waste and its sources
• Methods of disposal and medical
biotechnology
• Health hazards of solid wastes
Excreta disposal
• Methods of excreta disposal
• Sanitation barrier
• Diseases borne by human excreta
Immunity, Immunization
Student will be able to
1. define and classify immunity
2. classify immunizing agents
3. state immunization schedule
4. list adverse effects following immunization
5. explain herd immunity
6. describe EPI and NID
7. define cold chain and mention its
equipments
8. explain the importance of maintaining cold
chain at different levels
9. describe left out and drop out in EPI
CORE
Immunity and Immunization
• Immunization
• Immunizing agents
• Immunization schedule (EPI
schedule)
• Adverse Events following
Immunization
• Herd immunity
• EPI and NID
• Cold chain
• Left out and drop out
L = 4
T = 8

23 | P a g e
Public Health Nutrition
1. classify food and its sources
2. identify deficiency disorder of nutrition
3. assess nutritional status: collect, record and
interpret the data on Road to Health Card
(growthchart) and estimate BMI
4. identify different types of Vitamin
deficiency disorder
5. state minerals and trace elements essential
for health
6. assess the prevalence and types of
malnutrition in the community bydifferent
methods:
7. dietary survey
8. anthropometry
9. clinical examination
10. enumerate the food borne, milk borne
diseases and food intoxication
11. state methods of milk purification, specially
process of pasteurization
12. state the process of humanization of cow’s
milk ,explain balanced diet
CORE
• Types of foods and its sources
• Balanced diet
• Protein Energy Malnutrition
(PEM)
• Important Vitamins and their
deficiency diseases.
• deficiency disorder of Important
Minerals and traceelements
• Assessment of nutritional status
• Calorie requirements of different
groups
• Food borne, milk borne diseases
and food toxins
• Pasteurization
• Food adulteration, additives and
fortification
• Humanization of cow’s milk
L = 8
T = 8

24 | P a g e
Principles of Epidemiology
1. define epidemiology
2. state the aims and use of epidemiology
3. explain the components of epidemiology
4. define terms related to epidemiology:
Communicable disease, Non-communicable
disease, Infection, Infestation,Contamination,
Infectious disease, Contagious disease,
Period of communicability, Incubation
period. Sporadic disease, Endemic disease,
Epidemic disease, Pandemic disease,
Zoonotic disease, Diseaseprevention,
Disease control, Elimination, Eradication,
Isolation, Quarantine
5. describe Epidemiological triad
6. state the approaches, measurements and tools
of epidemiology
7. classify epidemiological studies
8. describe descriptive and analytical studies
9. state the characteristics of experimental
studies
10. distinguish between cross-sectional and
longitudinal; cohort andcase-control studies
11. describe the steps of investigations of an
epidemic Outbreak
12. define and classify screening
13. define specificity, sensitivity, validity,
reliability and predictivevalue of a screening
test
14. define and classify source and reservoir
15. explain modes of transmission of diseases
16. describe the interruption of modes of disease
transmission
17. describe the criteria of a susceptible host
18. describe the host defense mechanism
19. explain the steps for controlling the reservoir
of infectious diseases
20. define and explain community diagnosis and
community treatment
CORE
• Classification of
epidemiological studies
Description of descriptive and
analytical studiesCharacteristics
of experimental studies
• Different between cross-
sectional and longitudinal;
cohort andcase-control studies
• Steps of investigations of an
epidemic Outbreak Definition,
classification ,types and uses of
screeningspecificity, sensitivity,
validity, reliability
• source and reservoir
• modes of transmission of
diseases interruption of modes
of disease transmissioncriteria
of a susceptible host
• definition and explanation of
community diagnosis and
community treatment
L 14
T 16

25 | P a g e
Epidemiology of Communicable & Non-Communicable Disease (NCDs)
The students will be able to:
1.Define and differentiate between
communicable and non
communicable disease
2.Identify the Important
communicable and non
communicable diseasein
Bangladesh
3.Identify Emerging and reemerging
disease in Bangladesh
4.state the epidemiological
determinants
5.explain risk factors of NCDs
6.describe the preventive measures of
common health problems inthe
community
CORE
• Definition and difference between CD
and NCD
Epidemiology and Prevention of:
• EPI diseases
• Diarrhoeal diseases and Enteric fever
• Malaria, Kala-azar, Filaria, Helminthiasis
• TB and Leprosy
• Viral hepatitis, Dengue, ARI, SARS (
Covid 19), Bird flu,Rabies, Yellow fever
• AST STDs
• Emerging and Re-emerging Diseases
Epidemiology and Prevention of common
non-communicablediseases:
• Hypertension, IHD
• CVD (Stroke)
• Rheumatic fever and RHD
• Cancer
• Diabetes
• Obesity
• Arsenicosis
L = 15
T = 30
MCH-FP & Demography
MCH
Students will be able to
1.define MMR, IMR
2.state the components of MCH
3.State factors influencing and measures for
reducing maternaland infant mortality and
morbidity
4.define low birth weight baby and mention
its risk factors ofLBW
5.describe ANC, intranatal and postnatal care
6.state Concept, mention the recommended
feeding practices inIYCF
7.state the composition and preparation of
complementary foods
8.explain advantages of breast feeding and
disadvantages offormula feeding
9.advise for domiciliary and Institutional
delivery
10. identify high risk mother and at risk child
CORE
• IMR, MMR
• High risk mothers and at risk
child
• Care of under-5 children, LBW
• antenatal, intranatal and postnatal
care, advices andinvestigations
• Concept, mention the
recommended feeding practices in
IYCF
• Advantage and contraindication
of BF
• Disadvantages of formula
feeding
• Importance of colostrums
• What is Complementary Feeding
(CF) and its importance
• Domiciliary and institutional
delivery
• EMONC: Emergency Obstetric
and Neonatal Care
L= 10
T= 16

26 | P a g e
Learning Objectives Contents Teachinghours
Family planning
1.describe the history and objective of FP in
Bangladesh; FP 2020commitments and
transition to FP 2030
2.state the aims and objectives of family
planning
3.list the contraceptive methods with their
advantages and disadvantages
4.identify the candidates appropriate for
different contraceptives
5.calculate safe period
6.define MR and abortion and state their
indications
7.define eligible and target couples, CPR,
TFR
8.discuss MCH based family planning
Demography
1. define demography
2. state demographic processes
3. discuss demographic stages
4. define fertility and mention its influencing
factors
5. define growth rate and population
explosion
6. enumerate the factors responsible for high
growth rate in Bangladesh
7. calculate GR, GFR, TFR, and NRR
8. describe population pyramid
9. define and classify census
Family planning
• Concept of family planning
• Aims and objectives of family planning
• Contraceptive methods (OCP,ECP)
• MR with use of medication(MRM) and
difference withemergency contraceptive
pills
• PPFP and post abortion /MR/MRM
family planning
• LAM-lactational amenorrhea method
• Eligible and target couples, safe period
• CPR, TFR, unmet need discontinuation
rate
• MCH based family planning
Demography
• Definition of demography
• Demographic processes
• Demographic transition and indices
• Population pyramid
• Census
• Fertility and its influencing factors
School Health Services
1. state the objectives of school health
programme
2. describe the aspects/components of school
health service
3. mention the task of school health medical
officer
4. state health problems of school children
5. state the school health emergencies
6. mention the activities of school health
clinic
CORE
• Objectives of school health service
• Aspects/components of school
health service
• Task of school health medical
officer
• Common Health problems of
school children
• School health emergencies
• School health clinic
• Helpful school health environment
• Different types of school desk and
their importance
L = 4
T = 4

27 | P a g e
Occupational Health
1. define occupational health and its
objectives
2. explain various occupational
environments
3. list the common occupational health
hazards
4. list the locally prevailing common
occupational diseases withpreventive
strategies of :
5. Pneumoconiosis
6. Occupational cancer
7. Anthrax
8. Occupational dermatoses
9. describe the general measures of health
protection in differentoccupations
10. describe the health care facilities
and safety measures forindustries
11. state employees’ benefits
CORE
• Occupational health and its
objectives
• Occupational health hazards
• Principles of prevention of
occupational diseases
L = 4
T = 6

28 | P a g e
Health For All (HFA), Primary Health Care (PHC), Universal Health
Coverage (UHC) & MDG, SDG
1. define PHC and HFA, UHC
2. explain principles of PHC
3. list the components of PHC
4. list the components of ESP
5. involve community in identifying
priority health problems
6. describe the organizational structure in
delivery of PHC inBangladesh
7. mention the goal of Health For All
(HFA) in the context ofBangladesh
8. recognize important international health
organizations and list their programmes
9. discuss the national and international
health organizations
10. describe activities of UH and
FWC/Community Clinics those
rendering PHC
11. describe activities of GP/ Traditional
healer in context of PHC
12. describe different levels of health care
services
13. state health related MDGs, SGDs ESP
14. state the important existing National
Health Programmes and their activities
15. state the global indicators of HFA
16. state the purpose and scope, evolution
and diseases underInternational Health
Regulations[IHR]-2005
CORE
• Definition: HFA and PHC, UHC
• Principles and components of PHC
• Health related MDG and SDG
• Components of ESP
• Name and Activities of important
existing national healthprogrammes
• Organizational structure for the
delivery of PHC
• Goal and indicators of HFA by the
year of 2000 AD
• Levels of health care service delivery
• Concept, purpose and scope,
evolution and diseases underIHR-
2005
• Important National organizations.
• Important International health
organizations: WHO, UNICEF, RED
CRESCENT, ICCDRB, CARE etc.
L = 8
T = 8
Public Health Administration & Management
1. define Management and Administration
2. state the Functions and Principles of
Management andAdministration and
Systems Strengthening
3. define Planning
4. state the indication of Planning and Local
Level Planning
5. describe the health care delivery system of
Bangladesh
6. illustrate the organizational structures of
health care delivery atdifferent levels
7. state the health care referral system in
Bangladesh
8. state the charter of duties of different health
personnel
CORE
• Definition, Functions, Principles
of Management and
Administration
• Definition, Indication and Process
of Planning andPlanning Cycle
• Health Care Delivery System of
Bangladesh
• Organizational Structure of Health
Care Delivery inBangladesh
including reporting, supervision,
and monitoring
• Health Care Referral System in
Bangladesh
• Charter of duties of different
health personnel
L = 3
T = 4

29 | P a g e
2.7. Summative Assessment of Community Medicine and Public
Health in 3rd Professional Exam
2.7.1. Assessment systems and mark distribution:
Components Marks Total Marks
Written Examination
MCQ (SBA+MTF)
SAQ +SEQ
Formative
20
70
10
100
Practical Examination
Conventional Practical / OSPE
(3 procedural and 7 question stations)
50 100
RFST, Survey Report and Study TourReport 20+10
Report on Day Visit 20
Oral Examination 2 Boards each of 2 examiners 100 100
Grand Total 300
➢ There will be separate Answer Script for MCQ
➢ Pass marks 60 % in each of theoretical, oral and practical
2.7.2. Time schedule with topics
Students’ Time
Topic Lecture Tutorial
1. Concept of Public Health, Community Medicine,
Health and Disease
12 hours 12 hours
2. HFA, Primary Health Care, Universal Health Coverage
and existing National Health Programmes, MDGs, SDG
08 hours 08 hours
3. Behavioural Science 04 hours 08 hours
4. Health Communication and Health Education 04 hours 08 hours
5. Medical Entomology 04 hours 06 hours
6. Principles of Epidemiology 14 hours 16 hours
7. Research methodology and Biostatistics 10 hours 13 hours
8. Immunity, Immunization and Disinfection 04 hours 08 hours
9. Public Health Nutrition 08 hours 08 hours
Term-1 68 H 87 H
10. Environment and Health 06 hours 08 hours
11. Public Health Administration and Management 03 hours 04 hours
12. Epidemiology of CD and NCD 15 hours 30 hours
13. MCH-FP and Demography 10 hours 16 hours
14. School Health Service 04 hours 04 hours
15. Occupational Health 04 hours 06 hours
Term-2 42 H 68 H
Grand total 110 hours 155 hours

30 | P a g e
2.7.3. Summary on learning/teaching hour distribution
1st Term:
Lecture: 68 hours
Tutorial: 87 hours
2nd Term:
Lecture: 42 hours
Tutorial: 68 hours
COME (community oriented medical education):
30 days (10 Days day visit + 10 Days RFST+ 10 Days study tour)
Total (1st term + 2nd term):
Lecture: 110 hours
Tutorial: 155 hours
Generic topic: 3 hours
Integrated teaching: 18 hours
COME: 30 days
2.8. Academic Calendar for Community Medicine and Public
Health
Tentative time schedule for exams and COME
Class
start
Items of the
topics 1-4
will be
completed
Items of the
topics 5-9
will be
completed
Term-1
RFST
&
Day
visit
Items of the
topics 10-12
will be
completed
Items of the
topics 13-15
will be
completed Study
tour
Term-2
Prof.
Exam
1
st
June
3rd
week of
July
2nd
week of
September
10
th
-
30
th
October
November
3rd
week of
December
2nd
week of
February
February
15
th
–
31
st
March
1
st
working
day
of
May
All are the tentative time schedule. It will be finalize after consulting with phase-III coordinator
2.9. Common Item Card for all Medical Colleges
• All medical college will follow this proposed item card for their students
• Institute can change the design without altering any information

31 | P a g e
DEPARTMENT OF COMMUNITY MEDICINE AND PUBLIC HEALTH
ITEM CARD & PROGRESS REPORT
Name:.......................................................................................... Roll No: ...............................
Batch: .......................Group: ................. Session:........................ Mobile No.: ........................
Parent’s Name:............................................................................ Mobile No.:...........................
Name of Term Exam. Marks Obtained Remarks
1st
Term Examination
2nd
Term Examination
Name of Class type Held Attended
Lecture Class
Tutorial Class
Demonstration/practical Class
Total classes
Total Attendance (%)
Integrated Teaching
Integrated Teaching Attendance (%)
_______________________
Batch teacher
Department of Community Medicine
and Public Health
Name of the Medical College
_____________________________
Head of the department
Department of Community Medicine and
Public Health
Name of the Medical College
NAME OF THE MEDICAL COLLEGE
PHOTO
Medic
al
Colleg
e
Logo

32 | P a g e
1st
term Assessment
Sl. No Topics Number of Item
1. Concept of Public Health, Community Medicine,
Health and Disease
2
2. HFA, Primary Health Care, Universal HealthCoverage and
existing National Health Programmes, MDGs, SDG
2
3. Behavioural Science 2
4. Health Communication and Health Education 2
5. Medical Entomology 1
6. Principles of Epidemiology 3
7. Research methodology and Biostatistics 3
8. Immunity, Immunization and Disinfection 2
9. Public Health Nutrition 2
Total Items 19
Topics No-1: Concept of Public Health, Community Medicine, Health and Disease
Item Contents Marks Signature
a.
• Concept of Public Health and Community Medicine
• Concept of Health and Disease
• Common Health and Social problems
• Health Team Concept
b.
• Changing concepts of Public Health and Health
• Natural history of disease
• Indicators and Determinants of Health
• Prevention and Intervention of Diseases
• Characteristics of Ideal Health Care
Topics No-2: Health For All (HFA), Primary Health Care (PHC), Universal Health
Coverage (UHC) & MDG, SDG
a.
• Definition: HFA and PHC, UHC
• Principles and components of PHC
• Health related MDG and SDG
• Components of ESP
• Name and Activities of important existing national
healthprogrammes
b.
• Organisational structure for the delivery of PHC
• Goal and indicators of HFA by the year of 2000 AD
• Levels of health care service delivery
• Concept, purpose and scope, evolution and
diseases underIHR-2005
• Important National organizations.
• Important International health organizations: WHO,
UNICEF, RED CRESCENT, ICCDRB, CARE etc.
Topics No-3: Behavioural Science
a.
• Concept of Behaviour, Behavioural science,
Psychology, Sociology
• Society, Family, Culture
b.
• Motive and Motivation ledership
• Personality and IQ
• perception, cognition, learning, motivation, emotion,
attitude

33 | P a g e
Topics No-4: Health Communication & Health Education
a.
• Definition of communication
• Classification of communication
• Functions of communication
• Elements of communication
• Barriers of communication
• Media and methods of communication
b.
• Definition of health education
• Objectives
• Contents
• Principles
• Approaches
• Stages of adoption of a new idea
Topics No-5: Medical Entomology
a.
• Classification of Arthropods of medical importance
• Lifecycle of mosquito, sand fly
• Arthropod-borne diseases.
• Principles of Vector/Arthropod control measures
• Insecticides
Topics No-6: Principles of Epidemiology
a.
• Classification of epidemiological
studies
• Description of descriptive and analytical studies
• Characteristics of experimental studies
• Different between cross-sectional and
longitudinal; cohort andcase-control studies
b.
• Steps of investigations of an epidemic
Outbreak
• Definition, classification ,types and uses of screening
specificity, sensitivity, validity, reliability
• source and reservoir
c.
• modes of transmission of diseases
• interruption of modes of disease transmission
• criteria of a susceptible host
• definition and explanation of community diagnosis
andcommunity treatment
Topics No-7: Research Methodology and Biostatistics
a.
• definition of research
• importence of research
• types of research design
• development and stapes of research protocol
• formulation of research objective- general and
specific
• preperatuon of research questionnaire
• different methods of data collection
• definition and difference of population and sample
• calculation of sample size, types of sampling
• preparation of report writing
b.
• Introduction to Bio-statistics
• Uses of Bio-statistics

34 | P a g e
• Vital statistics
• Data and Variable
• Methods and Tools of data collection
c.
• Interpretation of data
• Analysis and Presentation of data
• Measures of central tendency
• Measures of dispersion
• Normal distribution curve.
• Health economics
Topics No-8: Immunity, Immunization, Disinfection
a.
• Immunization
• Immunizing agents
• Immunization schedule (EPI schedule)
• Adverse Events following Immunization
b.
• Herd immunity
• EPI and NID
• Cold chain
• Left out and drop out
• Disinfection
Topics No-9: Public Health Nutrition
a.
• Types of foods and its sources
• Balanced diet
• Protein Energy Malnutrition (PEM)
• Important Vitamins and their deficiency diseases.
• deficiency disorder of Important Minerals
and traceelements
b.
• Assessment of nutritional status
• Calorie requirements of different groups
• Food borne, milk borne diseases and food toxins
• Pasteurization
• Food adulteration, additives and fortification
• Humanization of cow’s milk
2nd
Term Assessment
Sl. No Topics Number of Item
10. Environment and Health 4
11. Public Health Administration and Management 2
12. Epidemiology of CD and NCD 5
13. MCH-FP and Demography 5
14. School Health Service 1
15. Occupational Health 1
Total items 18

35 | P a g e
Topics No-10: Environment & Health
Item Content Marks Signature
a.
• Environment and its components
• climate changes and global worming
Water
• Safe and wholesome water
• Sources, uses and requirement of water
• Water impurities
• Principles and methods of purification of water
• Water quality standards for drinking water
• Water borne diseases
b.
Air and ventilation
• Composition of air
• Air pollutants and their sources
• Indicators of air pollution
• Effects of air pollution on health
• Methods of prevention and control of air pollution
• Ventilation
• Climate change and green house effect
Housing
• Criteria of healthful housing
• Housing standards
• Effects of poor housing
c.
Light
• Criteria of good lighting
• Measurements of light
• Effect of improper lighting on health
Noise
• Sources and properties of noise
• Acceptable noise levels
• Effects of noise exposure
• Control measures of noise
Radiation
• Sources and types of radiation
• Effects of radiation on health
• Measures of radiation protection
d.
• Solid waste and its sources
• Methods of disposal and medical biotechnology
• Health hazards of solid wastes
Excreta disposal
• Methods of excreta disposal
• Sanitation barrier
• Diseases borne by human excreta
Topics No-11: Public Health Administration & Management
a.
• Definition, Functions, Principles of Management
andAdministration
• Definition, Indication and Process of Planning
andPlanning Cycle
• Health Care Delivery System of Bangladesh

36 | P a g e
b.
• Organizational Structure of Health Care Delivery in
Bangladesh including reporting, supervision, and
monitoring
• Health Care Referral System in Bangladesh
• Charter of duties of different health personnel
Topics No-12: Epidemiology of Communicable & Non-Communicable Disease
(NCDs)
a.
• Definition and difference between CD and NCD
• Epidemiology and Prevention of EPI diseases
b.
• Diarrhoeal diseases and Enteric fever
• Malaria, Kala-azar, Filaria, Helminthiasis
• TB and Leprosy
c.
• Viral hepatitis, Dengue, ARI, SARS ( Covid
19), Bird flu,Rabies, Yellow fever
• AST STDs
• Emerging and Re-emerging Diseases
d.
Epidemiology and Prevention of NCD:
• Hypertension, IHD
• CVD (Stroke)
• Rheumatic fever and RHD
e.
• Cancer
• Diabetes
• Obesity
• Arsenicosis
Topics No-13: MCH-FP & Demography
a.
• IMR, MMR
• High risk mothers and at risk child
• Care of under-5 children, LBW
• antenatal, intranatal and postnatal care, advices and
investigations
b.
• Concept, mention the recommended feeding
practices in IYCF
• Advantage and contraindication of BF,
Disadvantages of formula feeding, Importance of
colostrums
• What is Complementary Feeding and its importance
• Domiciliary and institutional delivery
• EMONC: Emergency Obstetric and Neonatal Care
c.
Family planning
• Concept of family planning
• Aims and objectives of family planning
• Contraceptive methods (OCP, IUCD, permanent
methods)
d.
• MR with use of medication(MRM) and
difference withemergency contraceptive pills
• PPFP and post abortion /MR/MRM family planning
• LAM-lactational amenorrhea method
• Eligible and target couples, safe period
• CPR,TFR, unmet need discontinuation rate
• MCH based family planning

37 | P a g e
e.
Demography
• Definition of demography
• Demographic processes
• Demographic transition and indices
• Population pyramid
• Census
• Fertility and its influencing factors
Topics No-14: School Health Services
a.
• Objectives of school health service
• Aspects/components of school health service
• Task of school health medical officer
• Common Health problems of school children
• School health emergencies
• School health clinic
• Helpful school health environment
• Different types of school desk and their importance
Topics No-15: Occupational Health
a.
• Occupational health and its objectives
• Occupational health hazards
• Principles of prevention of occupational diseases

38 | P a g e
2.10. Written Examination of Community Medicine and Public
Health in 3rd professional examination
(Total Marks: 100)
2.10.1. Multiple choice questions (MCQ):
• Time allocation is 30 minutes for 20 questions.
• Each stem will carry one mark. (total 20 marks)
• Among the 20 questions (10 questions will be Multiple True/False type and 10
questions will be Single Best Answer)
In case of Multiple True/False (MT/F type):
• Each question will carry 1 (one) stem and 5 (five) alternatives.
• Each alternative will carry 0.2 marks.
• OMR sheet will be supplied for answering MCQ questions of MT/F and SBA type.
• No negative marking
• MCQ will be checked centrally by digital process.
In case of Single Best Answer (SBA type)
• Each question will carry one (1) stem and four (4) alternatives.
• Most appropriate answer will be considered as correct answer.
• Single correct answer will carry one (1) mark.
• No negative marking
2.10.2. Short Answer Question and Structured Essay Question (SAQ &
SEQ):
✓ In this section there will be 4 groups named Group-A, Group-B, Group-C, and Group- D
✓ From group A, B & C, student will answer any three questions out of four and all will be
SAQ type
✓ In Group-D, There will be three SEQ and student will answer any two
✓ Each SAQ will carry total six (6) marks and each question will contain two or three parts.
This six marks will be distributed according to size of different parts.
✓ Each SEQ will carry eight (8) marks
✓ Please see annexure-1 for example

39 | P a g e
2.10.3. Topics distribution in different group of written exam
Question setters and moderators will follow the following instruction for preparing a written
question:
Attributes Description Marks Topics
MCQ
MTF 50% 10+10
= 20
All the topics in curriculum- 2021
SBA 50%
SAQ
&
SEQ
Group-A 17.5
• Concept of Public Health, Community Medicine,
Health and Disease
• HFA, Primary Health Care, Universal Health
Coverage and existing National Health
Programmes, MDGs, SDG
• Behavioural Science
• Medical Entomology
Group-B 17.5
• Principles of Epidemiology
• Research methodology and Biostatistics
• Public Health Nutrition
• Environment and Health
Group-C 17.5
• Public Health Administration and Management
• MCH-FP and Demography
• School Health Service
• Occupational Health
Group-D 17.5
• Health Communication and Health Education
• Immunity, Immunization and Disinfection
• Epidemiology of CD and NCD
Formative 10
According to term result, Item performance and class
attendance
2.10.4. Question setting format (SAQ & SEQ)
Group-A
Question no. 1- 5
Group-B
Question no. 1- 5
Group-C
Question no. 1- 5
Group-D
Question no. 1- 5
SAQ type
Question no. 1- 4
(Students will answer
any three,
3.5 marks of each)
SAQ type
Question no. 1- 4
any three,
3.5 marks of each)
SAQ type
Question no. 1- 4
any three,
3.5 marks of each)
SAQ type
Question no. 1- 4
any three,
3.5 marks of each)
SEQ type
Question no. 5
(Compulsory 7 marks)
SEQ type
Question no. 5
SEQ type
Question no. 5
SEQ type
Question no. 5
** Please see Annexure 1
Distribution of written scripts among the examiners:
• There will be four examiners- two internals and two externals.
• Group-A will be examined by convener and Group-B by internal. Other two will
be examined by externals.

40 | P a g e
2.11. Structured Oral Examination (SOE) in 3rd professional
examination
• Number of oral examination board will be two (Board I and Board II).
• Number of examiners in each board will be two: one internal and one external.
• SOE must be structured.
• For each Board marks are fifty (50).
• Number of questions for each Board is ten (10).
• Allocation of marks for each question is five (5).
• For SOE, the ideal pattern of questions are as follows:
❖ Recall –50%
❖ Understanding/ Analytical –35%
❖ Problem based –15%
• All the topics should be distributed between two boards.
• Board will be exchanged in each alternate day
• In each day, maximum fourteen numbers of students should be scheduled for oral and
practical examination.
• In the same day, each student will face both oral (Board I & Board II) examination and
practical examination.
Board II
50
Board I
50
Structured Oral
Examination
(SOE)
100

41 | P a g e
2.11.1. Distribution of topics for board-I and board-II (SOE)
Board- I Board- II
Topics Topics
1. Concept of Public Health, Community
Medicine, Health and Disease
2. HFA, Primary Health Care, Universal
Health Coverage and existing National
Health Programmes, MDGs, SDG
3. Behavioural Science
4. Health Communication and Health
Education
5. Medical Entomology
6. Principles of Epidemiology
7. Research methodology and Biostatistics
8. MCH-FP and Demography
9. Immunity, Immunization and Disinfection
10. Public Health Nutrition
11. Environment and Health
12. Public Health Administration and
Management
13. Epidemiology of CD and NCD
14. School Health Service
15. Occupational Health
2.11.2. Example of SOE marks calculation

43 | P a g e
2.12. Practical examination in 3rd
professional MBBS
examination
Objective structured practical examination (OSPE): 50 marks
• Total number of stations will be ten among which three will be procedure/counseling
stations and seven will be question stations
• Allocation of time for each station is three (3) minutes.
• Allocation of marks for each station is five (5).
• External and internal examiners must be the observers in the procedure station.
• OSPE questions have to be prepared and conducted by the internal and external
examiners.
• Answer scripts of OSPE will be examined by external and internalexaminers.
Oral examination on RFST, Day visit and Study tour report: 50 marks
✓ RFST report including survey and study tour report will be submitted in Board-I and Day
visit report will be submitted in Board-II. It will be exchanged in each alternate day of
oral examination
✓ Before starting SOE examiner will assess those reports as an oral examination
Note: A provisional tabulation sheet for oral and practical marks is added in annexure-2
2.13. Post Examination Procedure
Preparation and submission of mark sheet
• Marks sheet of formative, oral and practical examination should be sent to the
controller of examination by the Convener of the examination in a separate mark sheets
signed by four examiners
❖ SAQ and SEQ
• Marks of short answer question (SAQ) and structured essay question (SEQ) should be
submitted by all examiners separately to the controller of examination within three (03)
days of completion of oral and practical examination.
❖ MCQ
• Multiple choice questions will be checked centrally by OMR machine.
• OMR sheets should be packed and sealed properly by hall superintendent of written
examination and will be submitted to the Head of the center.
• The Head of the center will send the packet of OMR sheet to the Controller of
examination.

44 | P a g e
2.14. Residential Field Site Training (RFST) Program
➢ RFST Course for Fourth Year Students is an integral part of the curriculum of
CommunityMedicine.
➢ Head of the Department of Community Medicine and Public Health will implement
the program as a co-ordinator.
➢ Teachers of Community Medicine assisted by UH&FPO will perform the
responsibility forsuccessful implementation of the program.
➢ Health Educator of Community Medicine will organize field level activities
➢ All categories of personnel involved in this program will be given remuneration as per
WHOrules regulation approved by MOH&FW
Objectives of RFST
After completion of the Residential Field Site Training Program as future health care
providersstudents will be able to:
▪ become accustomed with the environment and lifestyle of peoples of rural community.
▪ identify health needs and problems of the community people and prioretise them
▪ conduct survey based on health needs and problems of the community
▪ be acquainted with health care delivery system at PHC level in Bangladesh.
▪ develop intersectoral coordination.
Schedule Programme
Daily activities schedule will be designed by the Department of Community Medicine.
Upazila Health Complex
The use of the teaching facilities, access to patient areas and employment of UHC staff are all
under the control of the Upazila Health and Family Planning Officer (UH&FPO), and teachers
from medical college must respect his/her authority in these matters.
Apart from the outdoor, ward and laboratory area two rooms are available for teaching
sessions. These are the classroom and the Resident Medical Officer’s room.

45 | P a g e
Transport
Two microbus having capacity of 25 seats would be engaged for taking students and teachers
from the college campus to the Upazila Health Complex during RFST Programme and
preparatory period.
The driver of the micro-bus has a fixed schedule to follow. This is under the control of the
Head of Department of Community Medicine.
Accommodation
There are two dormitories both with twenty beds for the students. In each dormitory there are
two single seated rooms with sanitary facilities for teachers.
08 (eight) supporting staff (two drivers, two guards, two cook and two table boy) will be
appointed for the conduction of the RFST Programme at Upazila Health Complex.
The UH&FPO will support the programme by engage in the working doctors and staffs.
Games
Arrangement for badminton, caromboards and volleyballs could be made available at the
dormitories.
Students may take their own music player. But no loud music will be allowed in the
dormitories. No music is allowed after 10:00 p.m.
Student supervision
Supervision of the students is the responsibility of the Principal, teachers of Community
Medicine and UH&FPO.

46 | P a g e
Community Medicine Teaching Programme
Residential Field Site Training Course
RFST Implementation Schedule
Day 1
Introduction to UHC and briefing on primary level health care
activities and Upazila Health Profile
Indoor patients care
Day 2 and 3 Community health survey
Day 4
MCH and FP Services
• Health Education and counseling in MCH
• Family Planning and
• Immunization
Day 5
Attending the OPDs and Investigation facilities at upazilla level
Attending the emergency department
Day 6 Visit to health related sector working at Upazilla level
Day 7 Visit to a local NGO
Day 8 Visit to Community Clinic and USC
Day 9 Visit to FWC and Satellite clinic
Day 10
Evaluation of the programme and presentation
Comments by students, teachers and local health authorities

47 | P a g e
Draft Structured Questionnaire For
Field Site Epidemiological Survey
This questionnaire should be completed by students after interviewing the head of
household or anadult. For some questions, may need to interview an adult female member of
the family.
1. Name of village :
2. Name of Union :
3. Name of Thana :
4. Name of Head of family :
5. Name of person interviewed :
6. Name of student (s) :
Batch / Group: Roll : Year :
16. Please state number of people in the family (oldest member of family first)
Name
Relationship to
head of family
Sex Age Occupation
Education
Level achieved
I
II
III
IV
V
VI
VII
VIII
IX
X
17. Type of housing? Pucca (building) / tin roof / thatched :___________________________
18. Family income per month : _____________________________________________ Taka
If landowner, approx. amount of land owned: ___________________________________
SECTION A: GENERAL DETAILS
SECTION B: HOUSEHOLD DETAILS

48 | P a g e
19. Disposal of excreta? Sanitary latrine / Insanitary latrine / Open air latrine :
20. Source of drinking water? Tubewell/ River / Pond / Others
If others, please specify: ______________________________________________
21. Any pregnancy in the household ending within the last 12 months (excluding current
pregnancy ) Yes / No:
If yes, outcome of baby: normal alive/ abnormal alive / dead
Outcome of mother: alive / dead
Was there any complications?
a) During the pregnancy (before delivery) e.g. anaemia, pre-eclampsia: Yes/ No
If yes, specify: __________________________________________________________
b) At the time of delivery: Yes / No
If yes, specify: __________________________________________________________
c) After delivery e.g. fever, painful perineum, urinary incontinence : Yes / No
If yes, specify: __________________________________________________________
22. Who attended the pregnant woman at the time of delivery?
TBA / FWV / others
If others, please specify: __________________________________________________
If other why did the family not contact a health worker?
a) Not aware of any health worker (HW) in the village
b) Aware but did not wish to see the HW
c) Aware but HW too far to visit and she did not come to the village
d) Other reasons, specify:_________________________________
23. Where was the place of delivery? : Home / Hospital
24. Is there anybody currently pregnant in the family? : Yes / No
If yes, duration: _____________months
25. Any tetanus vaccine (TT) given to women during current or
Previous (within last 12 months) pregnancy? : Yes / No
SECTION C: MATERNAL HEALTH AND FAMILY PLANNING

49 | P a g e
If yes, numbers of doses: __________________________________________________
If not given, because of:___________________________________________________
a) Not necessary (already received 5 doses)
b) Not aware of the need for TT
c) Aware but did not wish to have it
d) Aware but clinic too far away
e) Other specify: _______________________________________________________
26. Practice of Family Planning
Male: Yes / No
If yes, type: Condom / Vasectomy / Other, specify:_____________________________
If no, reason: __________________________________________________________
Female: Yes / No
If yes, type: Oral pill/ Injection/ IUCD/ Ligation/ Other, specify: _________________
If no, reason:___________________________________________________________
27. Immunization status of under 5 children (check immunization card if available)
Vaccine Child 1 Child 2 Child 3 Child 4 Child 5
Penta 1, 2, 3
OPV 1, 2, 3
BCG
Measles
None given
If none given, because of:
a) Not aware of the need for vaccine
b) Aware but not wish to have it
c) Aware but clinic too far away
28. Other, specify: ____________________________________________________Breast
feeding of under 5
Age Duration of suckling Weaning time
a)
b)
c)
d)
e)
SECTION D: CHILD HEALTH

50 | P a g e
29. Anthropometry of under 5:
Mid upper arm circumference (MUAC) and / or height and weight
Age Wt in Kg Ht in Cm MUAC Cm
a)
b)
c)
d)
e)
30. Below is a list of diseases. Please indicate if anybody in your household currently
suffers fromany of these.
Diseases No. of persons affected Age
Diarrhoeal disease
Helminthic infection
Scabies
Other skin infection
Cataract
Eye infection
Vit, A deficiency (child night
blindness)
Dental caries
Chronic suppurative otitis media
Tuberculosis
Acute respiratory infection
31. Any physical disabilities in the family? Yes/ No
If yes, please specify:______________________________________________________
Who do you normally contact first if any of your family members become ill?
Government doctor /Un-qualified doctor / Homeopath / Hakim (Kabiraj) / Others
If other, specify:__________________________________________________________
If not government doctor, give reason :________________________________________
SECTION E: MORBIDITY

51 | P a g e
32. Has there been any death in the household within the last 5 years?If yes:
Age at death Sex Possible cause of death
a)
b)
c)
d)
e)
33. Illness related to smoking
34. ORS and its preparation / use
35. Personal hygiene
36. Transmission of infectious disease e.g. malaria, dysentery etc.
SECTION F: MORTALITY
SECTION G: KNOWLEDGE, ATTITUDE AND PRACTICE

52 | P a g e
2.15 Day Visit
Objectives of day visits: The students will be acquainted with the-
• Organogram of the Organization
• Objectives of the Organization
• Goal and target of the Organization
• Strategy settings by the Organization to fulfill the objectives
• Existing resources available of the Organization
• Activities of the Organization to reach the target and goal
• Achievement of the Organization
• Constrains of the Organization
Sites of Day Visit
(At least 8 visits)
• DOTS corner attached to Medical College Hospital
• ORT corner
• MCH clinic attached to Medical College Hospital
• Model FP Clinic attached to Medical College Hospital
• Upazila Health Complex and Community Clinic
• Health related NGOs
• Pharmaceuticals Industries
• Industries
• Civil Surgeon Office
• Deputy Director of Family Planning (DDFP) office
• Super specialized health care institutions: Cancer Hospital, ICDDRB, IPH, Leprosy
Hospital,CRP, etc.

53 | P a g e
Guideline for Day visit
Sl. No. Description
01. Name of the Organization
02. Type and date of establishment of the Organization
03. Location of the Organization
04. Organogram of the Organization (use separate sheet)
05. Objectives of the Organization
06. Strategy settings by the Organization
07. Existing resources available of the Organization
08. Target and achievement of the Organization
09. Activities of the Organization
10. Social mobilization
11. Problems/constraints of the Organization
12. Personal observation and opinion regarding the visit of the Organization
13. Conclusion
2.16. Study Tour
(For the duration of 10 days)
Objective
To observe different natural and health related organizations of the country for acquiring
knowledgeand developing skills in assessing health needs and demands of the population.
Sites of study tour
• Cox’s bazar / Kuakata
• St. Martin’s Island
• Seaport: Chittagong / Mongla
• Chandraghona paper mill
• Sylhet: Tea Garden/ Jaflong
• Health Organizations in Capital City
• Mental Health Hospital, Pabna
Financial support:
I. Ministry of Health will allocate budget in a revenue sector for individual Government
MedicalCollege to conduct RFST, Day Visit and Study Tour.
II. Governing body of private medical colleges will collect money from the students during
1st
year admission for the implementation of RFST, Day Visit and Study Tour.

54 | P a g e
Glossary
AFB = Acid Fast Bacilli
AHI = Assistant Health Inspector
ARI = Acute Respiratory Infections
CPR = Contraceptive Prevalence Rate
EPI = Expanded Programme on Immunization
HI = Health Inspector
IPD = In-Patient Department
M.P. = Malarial Parasite
MCH = Maternal and Child Health
MCQ = Multiple Choice Questions
MO, MCH = Medical Officer, Maternal and Child Health
OHP = Over Head Projector
OPD = Out-Patient Department
ORS = Oral Dehydration Salt
SI = Sanitary Inspector
UH&FPO = Upazila Health and Family Planning Officer
TFR = Total Fertility Rate
UFPO = Upazila Family Planning Officer
RFST = Residential Field Site Training

55 | P a g e
Annexure-1
Example of 3rd Professional MBBS Written (SAQ & SEQ) Question
University of Dhaka
3rd
Professional MBBS Examination May/Nov-20…
Subject: Community Medicine and Public Health
Full marks: 70; Use separate answer script for each group Time: 2.30 hours
Answer any four (4) questions from each Group where question no-5 of each group is
compulsory
Group-A
1. 3.5
2. 3.5
3. 3.5
4. 3.5
5. 7
Group-B
1. 3.5
2. 3.5
3. 3.5
4. 3.5
5. 7
Group-C
1. 3.5
2. 3.5
3. 3.5
4. 3.5
5. 7
Group-D
1. 3.5
2. 3.5
3. 3.5
4. 3.5
5. 7

56 | P a g e
Annexure-2
Provisional Tabulation Sheet
3rd
Professional MBBS Examination May/Nov- 20….
Department of Community Medicine and Public Health
Date:
Roll
No.
Oral(SOE) Practical
Board-I Board-II Total OSPE
RFST +
Study Tour
Day visit Total
50 50 100 50 20+10= 30 20 100
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Signature of the Examiners with date:
Convener External Examiner
Internal examiner External Examiner

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